ORIGINAL PAPER Feasibility and Integrity of a Parent–Teacher Consultation Intervention for ADHD Students Desiree W. Murray Æ David Rabiner Æ Ann Schulte Æ Kristy Newitt Published online: 18 April 2008 Ó Springer Science+Business Media, LLC 2008 Abstract This study examined the feasibility and integrity of a daily report card (DRC) intervention in a small sample of randomly assigned elementary students with previously diagnosed ADHD and classroom impairment. In order to enhance implementation, a conjoint behavioral consultation approach was used in which parents were engaged as active participants in the treatment. Intervention parents and teachers maintained moder- ately high levels of adherence over 4 months based on multiple methods of implementation assessment, and acceptability ratings were all very favorable. Intervention participants demonstrated significant improvement in academic skills and productivity at post-test as compared to control participants, with moderately large effect sizes. Results suggest that a DRC intervention implemented within conjoint parent–teacher consultation may help to reduce the research to practice gap in evidence-based school interventions. Keywords Attention-deficit Á Hyperactivity Á Home–school intervention Á Consultation Á Implementation Á Feasibility Attention-Deficit/Hyperactivity Disorder (ADHD) is a highly prevalent disorder in ele- mentary school (Rowland et al. 2001; Wolraich et al. 1998), which creates numerous management and instructional challenges for teachers (Reid et al. 1994). Despite the existence of evidence-based academic and behavioral treatments for ADHD (DuPaul and Eckert 1997; Pelham et al. 1998), such interventions do not appear widely or reliably used within schools. For example, the most recent survey of school-based practices for ADHD D. W. Murray (&) Á K. Newitt Duke University Medical Center, Box 3431, Durham, NC 27710, USA e-mail: dwmurray@duke.edu D. Rabiner Department of Public Policy, Duke University, Durham, NC, USA A. Schulte Department of School Psychology, North Carolina State University, Raleigh, NC, USA 123 Child Youth Care Forum (2008) 37:111–126 DOI 10.1007/s10566-008-9054-6